Understanding Self As an Individual and As a Member of Diverse Local and Global Communities

COURSE INTRODUCTION:

Social/Emotional Development The units in Social/Emotional Development are designed to assist students in developing the knowledge and skills to be productive and respectful citizens in a global society. The units focus on self-understanding, diversity, respect, and personal social and safety skills. The three major areas covered in Social/Emotional Development are:

Understanding self as an individual and as a member of diverse local and global communities. Major Points: The content of this area is designed to help students in grades K-12 know and understand themselves and their roles as contributing members of society. Emphasis is placed on personal characteristics and the roles and responsibilities of each individual. Students will gain knowledge that leads to the recognition and understanding of the interrelationship of thoughts, feelings and actions in students’ daily lives. Learning includes knowledge that contributes to an understanding of the importance of each person in his or her extended (global) as well as immediate community (e.g. family, classroom, school, city or town) and each person’s role and inter-relatedness with all other people of the world.

Interacting with others in ways that respect individual and group differences. Major Points: This area focuses on helping students in grades K-12 know, understand and respect others in order to develop and maintain quality relationships. The learning includes developing an understanding of the similarities and differences of others and ways these similarities and differences contribute to working together in our diverse world. Students will learn about their roles in advocating for respect for all human beings.

Applying personal safety skills and coping strategies. Major Points: Physical and psychological safety and healthy personal coping skills are emphasized in the content this area. The learning is based on the premise that young people are vulnerable. They are vulnerable to the pressure of peers to engage in unhealthy behaviors. They are vulnerable to harassment, sexual abuse or physical abuse. In addition, they are vulnerable to expected and unexpected life events (e.g. a new sibling or the death of a parent). In each situation, external influences interact with individual factors as the young person makes decisions and choices about how to respond. The emphasis is on developing within each student the ability to advocate for self. The knowledge and skills include the ability to recognize the warning signs of external and internal threats to the personal safety of self and others. Students will learn a variety of methods for seeking help when an external threat to health or safety exists, when an internal conflict threatens his or her well-being (e.g. suicidal thoughts) or when a life situation requires a new way of coping. Learning includes how to respond to personal concerns as well as the needs of peers. UNIT SUGGESTED UNIT TIMELINE: 2 Lessons DESCRIPTION: ME CLASS PERIOD (min.): 25 – 35 minutes each Revisited

In lesson one, students reviewed the story of Goldilocks and the ESSENTIAL QUESTIONS: 1. What roles do you play in your community? 2. How do your actions and feelings affect your roles? ESSENTIAL CCSS LEARNING GOALS CROSSWALK TO STANDARDS MEASURABLE (Anchor Standards/Clusters) LEARNING GLEs/CLEs CCSS OTHER DOK OBJECTIVES ASCA 1. The student will SE.1.A.02 RL.2.3 SE Level 2 identify at least three Express a RL.2.7 feelings of the variety of RF.2.3 characters in the feelings. W.2.8 story. SL.2.1 SE.1.B.02 SL.2.2 Level 1 Identify SL.2.3 personal roles SL.2.4 in the SL.2.6 community. L.2.1 L.2.3 Level 3 SE.1.C.02 L.2.4 Compare and L.2.5 contrast L.2.6 character traits needed for different situations.

2. The student will SE.1.A.02 RL.2.3 SE Level 2 identify at least SE.1.B.02 RL.2.7 Level 1 three character traits negative. SE.1.C.02 RF.2.3 Level 3 W.2.8 SL.2.1 SL.2.2 SL.2.3 SL.2.4 SL.2.6 L.2.1 L.2.3 L.2.4 L.2.5 L.2.6 3. The student will SE.1.A.02 RL.2.3 SE Level 2 identify at least four SE.1.B.02 RL.2.7 Level 1 community roles they SE.1.C.02 RF.2.3 Level 3 fill. W.2.8 SL.2.1 SL.2.2 SL.2.3 SL.2.4 SL.2.5 SL.2.6 L.2.1 L.2.2 L.2.3 L.2.4 L.2.5 L.2.6 ASSESSMENT DESCRIPTIONS: Students identify the personal roles they have in their community and discuss the feelings and character traits exhibited in those roles.

Obj. # INSTRUCTIONAL STRATEGIES (research-based): (Teacher Methods)

X Direct X Indirect Experiential Independent study X Interactive Instruction 1 2 3 See Lessons: Lesson 1 Goldilocks Revisited Lesson 2 The Many Roles I Play in My Community Obj. # INSTRUCTIONAL ACTIVITIES: (What Students Do)

1 2 3 See Lessons: Lesson 1 Goldilocks Revisited Lesson 2 The Many Roles I Play in My Community

Direct: Structured Overview Lecture Explicit Teaching Drill & Practice Compare & Contrast Didactic Questions Demonstrations X Guided & Shared - reading, listening, viewing, thinking Ls. 1 Indirect: Problem Solving Case Studies Reading for Meaning Inquiry Reflective Discussion Writing to Inform Concept Formation X Concept Mapping Ls. 2 Concept Attainment Cloze Procedure Experiential: Field Trips Narratives Conducting Experiments Simulations Games Storytelling Focused Imaging Field Observations Role-playing Model Building Surveys Independent Study Essays Computer Assisted Instruction Journals Learning Logs Reports Learning Activity Packages Correspondence Lessons Learning Contracts Homework Research Projects Assigned Questions Learning Centers Interactive Instruction Debates X Role Playing Ls. 1 Panels X Brainstorming Ls. 2 Peer Partner Learning Discussion Laboratory Groups X Think, Pair, Share Ls. 2 X Cooperative Learning Ls. 1, 2 Jigsaw Problem Solving Structured Controversy Tutorial Groups Interviewing Conferencing UNIT RESOURCES: (include internet addresses for linking) Common Core State Standards (CCSS), accessed May 17, 2013, from http://www.corestandards.org/